From the play “Mother Courage” by Bertolt Brecht

You saw sagacious Solomon
You know what came of him,
To him complexities seemed plain.
He cursed the hour that gave birth to him
And saw that everything was vain.
How great and wise was Solomon.
The world however did not wait
But soon observed what followed on.
It’s wisdom that had brought him to this state.
How fortunate the man with none.

You saw courageous Caesar next
You know what he became.
They deified him in his life
Then had him murdered just the same.
And as they raised the fatal knife
How loud he cried: you too my son!
The world however did not wait
But soon observed what followed on.
It’s courage that had brought him to that state.
How fortunate the man with none.

You heard of honest Socrates
The man who never lied:
They weren’t so grateful as you’d think
Instead the rulers fixed to have him tried
And handed him the poisoned drink.
How honest was the people’s noble son.
The world however did not wait
But soon observed what followed on.
It’s honesty that brought him to that state.
How fortunate the man with none.

Here you can see respectable folk
Keeping to God’s own laws.
So far he hasn’t taken heed.
You who sit safe and warm indoors
Help to relieve our bitter need.
How virtuously we had begun.
The world however did not wait
But soon observed what followed on.
It’s fear of god that brought us to that state.
How fortunate the man with none.

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Freemasonry is a fraternal organisation (brotherhood), with a long history of both fact and mythology. Freemasons conduct private meetings in lodges. Due to the private nature of these meetings, a reputation for secrecy has arisen. The individual lodges are governed by a grand lodge representing a territory or country. While the earliest known Masonic writing is from the 14^th century, the oldest known lodges date back to the 16^th century.

Freemasonry is divided into three degrees, each with its own ritual and symbolism. These degrees are Entered Apprentice, Fellow Craft, and Master Mason. The three degrees represent stages of personal development, and have symbolism based on stone masonry, and particularly the building of Solomon’s Temple. The third degree (Master Mason) is considered to be the most rigorous, and has contributed the phrase “third degree” to the English language, which means an intense interrogation. For example, “After his arrest, he was given the third degree by the police,” meaning “After his arrest, he was interrogated intensely by the police.”

You can read more about the secrets of Freemasons on the following pages

• Masonic Secrets
  The Secret Masonic Handshakes, Words, And Signs Of Craft Masonry.
• Catholics & Freemasonry
  The information on Freemasonry from The Catholic Encyclopedia. Vol. 9. New York: Robert Appleton Company, 1912.
• Freemasonry and the Druids
  by W. Winwood Reade. Published 1861.
• Freemasons
  The etymology of the word Freemason.
• Origins of Freemasonry
  The historic origins of the Freemasons.
• Principles of Freemasonry
  The principles and landmarks of Freemasonry.
• The Oldest Masonic Lodge
  The oldest speculative Freemasons Lodge.
• Freemasonry and the Occult
  Exploring the links between Freemasonry and the modern occult revival.

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Unlike present progressive verb, such as running, sleeping, eating, jumping, or playing, boring is actually an adjective.

Adjectives that end in –ing describe a person, a thing, or a situation that causes one’s feelings.

Adjectives that end in –ed describe one’s own feelings.

So:

I am boring = I cause other people to feel bored.

I am bored = I am feeling bored / I feel bored.

Examples

• The teacher’s lesson was very boring! All the students were bored. [All the students felt bored]
• This party is boring. I’m so bored that I’d rather go home and watch TV.
• You think that I’m boring? Try talking to that guy over there, he’s boring!

Similar adjectives

annoying, confusing, exciting, interesting, surprising

• My little brother is always annoying me. I am annoyed with him again today.
• I got confused about which day my lecture was. I find the beginning of the school year so confusing!
• That new movie sounds exciting! I am excited about going to see it.
• The teacher always talked about interesting topics. I am interested in attending more of his classes.
• I was surprised to see you today! You’re so mysterious; everything you do is surprising to me!

Questions

For each question choose the correct adjective form (-ing or –ed).

1. I am never boring/bored when I watch ‘The Simpsons’ on TV.
2. He found the long flight very bored/boring.
3. What sound do you find most annoyed/annoying?
4. After getting a speeding ticket I felt so annoyed/annoying.
5. I find algebra so confusing/confused.
6. He was confusing/confused by the directions his wife had given him.
7. She was very excited/exciting about her boyfriend coming to visit.
8. We all think that the roller coaster is the most excited/exciting ride at the amusement park.
9. This lesson is so interesting/interested.
10. He started to learn Spanish because he had always been interested/interesting in learning a new language.
11. We were surprising/surprised to learn that John got married in Las Vegas.
12. When John got married in Las Vegas, it was so surprising/surprised for all his friends.

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Although the essay is undated, and I’ve been unable to find a date, there are a few clues as to when it was written. First of all, Assagioli died in 1974, meaning the essay was written before this. Secondly, he mentions that phonograph records and tape recording where increasingly being used, which I suggest puts it somewhere between the 1950s and 1960s.

This post will cover some of the main points in Assagioli’s essay. It is worthwhile reading the original, which is available here: A Psychological Method For Learning Languages by Roberto Assagioli.

Assagioli points out that there is “something basically wrong with the current methods of teaching languages” and that accepted methods essentially waste time and energy, and that “a revolutionary change” is required. The key for him was “the fundamental importance of the existence of the subconscious.” His evidence for this is “that memory, on which the knowledge of any language is founded, is a function of the subconscious.”

Assagioli listed three “facts” relating to learning processes in general, and especially applicable to language learning.

1. Disagreeable and tiresome impressions tend to be forgotten or removed from the consciousness into the unconscious by a definite at of repression (Freud’s Verdrängung)
2. Every effort is inherently more or less disagreeable and is very apt to arouse resistance, wandering of attention, lack of receptivity or fatigue. The greater the exertion, often, the strong is the inner opposition and the scantier the result. This is a psychological law which has been formulated by Baudoin as the “Law of Reverse Effort.”
3. External stimuli which are not intensified by an active interest or by an emotion of a pleasant and positive nature, can make only superficial and dull impressions which are easily obliterated by others of a more vivid character.

Essentially, anything that requires effort, and/or is disagreeable, will negatively affect the results. Compare this with Dr Stephen Krashen’s Affective Filter theory, proposed in the 1970s, which suggests that negative emotions prevent efficient processing of the language input.

Assagioli’s solution to effectively learning of foreign languages was that we “become again as little children,” as a child learns through the subconscious, without deliberate effort, without ‘studying’ (academic study), and without worry or haste. He suggests that an initial phase of “mere receptivity,” which should continue until a spontaneous urge to reproduce sounds is felt. He notes the analogy between this method of language learning and Montessori system of education. It is a similar approach promoted by Dr. J. Marvin Brown’s Automatic Language Growth system, which attempts to reproduce the conditions that allow children acquire their first language, and also with the language acquisition theories of Krashen.

A summary of Assagioli’s the methods that Assagioli believed where most important follows:

1. Vividness and Charm of Visual Impressions
   Marketing experts use advertisements that strike the eye, and use attractive illustrations intended to make a pleasant and lasting impression on the view. Incorporating this strategy in lessons would make the task of learners easier and more pleasant.
2. Association of Various Types of Impressions
   Using a variety of different sense perceptions will create deeper and more easily reawakened mnemonic traces. The key is to deliver the perceptions in a leisurely way without concern or effort to remember words or phrases. The perceptions can be visual, auditory, and motor sensations. Using tangible objects, such as fruit or vegetables can that can seen, touched, smelt, and tasted, is something I’ve had recommended to me in when training as an ESL teacher.
3. Repetition and Persistence of Impressions
   Repetition builds lasting impressions. The two ESL training courses I’ve taken stress the importance of repetition, such as beginning each lessons with familiar material, before introducing new words and phrases.
4. Imitation
   Assagioli points to the teaching of death and mute students who are taught to imitate the teacher through close observation of her mouth. The process of unconscious imitation through such observation produces the ability to repeat the teacher’s movements. Assagioli suggests attending lectures, theatrical performances, and being present during conversations in the language you wish to learn. Of course, in modern times access to movies, music, online radio, podcasts, online chat, etc, makes this even more accessible. In line with Krashen and Brown, Assagioli suggests that “we can rely upon our subconscious to absorb and then imitate.”
5. Synthetic Grasping
   Assagioli suggests that “the spontaneous and natural way of grasping and retaining is by taking in the whole and not the part. … [T]he subconscious is synthetic and not analytical. … The process of synthetic grasping endorses the use of short phrases or even longer sentences without stopping to analyze their component parts and their grammatical peculiarities.” I have read, in several places, that it is counterproductive to teach single words. Always teach complete sentences and phrases. New words can easily be introduced in context, and often the positive of a word will give a clue to its meaning.
6. Emotional and Aesthetic Factors
   Using songs or poetry combines charm with rhythm, rhyme, and beauty, and makes a deeper and stronger impression than simple prose. “[P]oetry is easier to remember and more agreeable to the subconscious than dull phrases.” This therefore provides a practical starting point that lays a good foundation.

Assagioli is not against teaching grammar. However he suggests that grammar should only be introduced after a learner has acquired a “sufficient practical command of the language.” He illustrates this with a quotation by Herbert Spencer: “A language is spoken and many poems are written before grammar and prosody are thought of. One has not awaited the appearance of an Aristotle in order to reason well. As grammar has been compiled after the existence of language, it has to be taught after one knows it.” Assagioli summarises the process as “First direct experience, living contact and assimilation, then deliberate reflection and a clear mental grasp of the materials previously assimilated … first practice, then theory.”

While theories around adult language acquisition may have been further developed and updated, Assagioli certainly covered many areas that are still relevant today. If you would like to further information on modern theories of language learning then visit the websites below:

• Stephen Krashen’s website
  http://www.sdkrashen.com/
• Automatic Language Growth website
  http://www.algworld.com/
• The Linguist by Steve Kaufman
  http://www.thelinguist.com/book/

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A hedgehog is a small mammal that is covered in spines. The name hedgehog is a combination of the words hedge and hog. Hedgehogs often make their homes in hedgerows (hedges), so this is where the hedge part of their name comes from. Hog is another word for pig, and hedgehogs have a small pig-like snout.

Hedgehogs are not native to New Zealand. They were introduced here in the nineteenth century. They can now be found throughout the country, and are often considered a pest because they eat native species of insects, snails, lizards and the eggs of ground-nesting birds.

Although nocturnal, hedgehogs can occasionally they can be seen in the late afternoon or early morning. Hedgehogs mainly eat insects, so many people with vegetable gardens are happy to have them around. They will also eat pet food (meat and biscuits) that is left out for them. The hedgehogs that live in the hedge beside my house discovered the cat food in the bowl outside and regularly climb the steps to reach it. Sometimes, if I return home late or put the cat outside at night, I find a hedgehog, or two, eating the biscuits.

I like to show hedgehogs to students from overseas. This can be a slightly painful process, as the hedgehog’s spines are very sharp, and when the hedgehog is frightened it will curl up into a ball. I remember showing a hedgehog to a student from Hong Kong. He asked, “Is it real?” Living in a big city he had never seen an animal like this. Most students are fascinated by this small prickly animal.

Questions

• What are spines?
• What does nocturnal mean?
• What are ground-nesting birds?
• Hedgehogs were introduced to New Zealand. What does this mean?
• What is a pest? What other pests are found in New Zealand, and why are they considered pests?
• Do you have hedgehogs in your country?
• What is the word for hedgehog in your language?

Hedgehog Photos

Click here to view the embedded video.

Update: BBC have a brief article, with photos, about a New Zealand study on hedgehog behaviour  – GPS backpacks track NZ hedgehogs

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Scrabble Game - Machiko & Graeme - QVRU were the remaining titles at the end of the game. The words with blank titles are lull and zoo.

The following are some ideas and suggestions for using Scrabble is an ESL game:

• Look at components of words and how adding additional letters can create a new word, for example rend to trend; walk to walked, walking, or walks.
• Numeracy skills are important in English. Students can be encouraged to keep scores, adding up the scores in English.
• The teacher, or an advanced, student can help the student(s) form words out of their letters.
• Students can use a dictionary to search for words. An electronic dictionary is ideal for this purpose.
• Students should be encouraged to talk about the words that they discover while playing, and the teacher should ensure that the students learn the meaning of the words.
• Obviously, the teacher isn’t out to win! The teacher can concentrate on keeping the board “open” and introducing new vocabulary words.

You can play Scrabble free online at Pogo.com. You can play as a guest, against a computer opponent, or you can sign up for an account, and play against other people.

Related posts:

1. ESL English Vocabulary 1

• the
• a
• an

The is a definite article and refers to a specific thing. This word can be used with singular or plural nouns.

e.g. The apple that I am eating is very delicious (singular).

The apples that I ate were very delicious (plural).

A, and an are indefinite articles, an being used when the noun following it begins with a vowel sound. These words are always used with singular.

e.g. An apple would be delicious to eat.

I went to the shop to buy a drink.

The word some can be used as a plural for a or an, although it is not an article.

e.g. Some apples are needed for the recipe.

I went to the shop to buy some drinks.

The word no can be used as a negative article.

e.g. “No man is an island.” (a famous quote from John Donne)

Q: What is red and invisible? A: No tomatoes! (a joke)

Exercise 1

Pick the correct article(s) for the sentence:

1. _____ name of my cat is Tiger.

2. Have you ever been to ____ baseball game?

3. ____ bird in ____ hand is worth two in ____ bush? (a famous saying meaning that it is better to be certain or actually gain one smaller thing than only have the chance of a bigger thing.)

4. Please pass me ____ apples to make this pie.

5. Would you like to try ____ glass of this red wine?

6. Have you ever visited ____ Gold Coast, in Australia?

7. ____ octopus has eight legs.

8. ____ octopus over there has only seven legs.

9. This soup is delicious. Would you like to try ____?

10. What does ____ cat have in common with ____ dog?

11. Did you see ____ horse that Steven was riding?

12. Natasha said that ____ mouse she saw was completely white.

13. English has three main words that are articles, they are ____, ____, and ____. The words ____ and ____ can also be used.

Exercise 2

Change the sentences to plural:

e.g. A car crashed because of the ice on the road.

Some cars crashed because of the ice on the road.

1. The car can go very fast.

2. A cat sat on the mat.

3. Where did the mouse go?

4. I would like an apple to eat.

5. The man took an apple to eat.

6. I saw the man get into a car and drive away.

7. A bird flew past and landed in the tree.

Exercise 3

Change the sentences to singular:

1. The cars were travelling faster than the speed limit.

2. I saw some blue birds in the cage.

3. What should we do with the cats when we go on holiday?

4. I looked at the price of some apples at the supermarket.

5. Would you like some biscuits with your drink?

6. I think the sheep will get wet in the rain.

7. There were some men waiting for the bus.

Related posts:

1. S & Z in English
2. ESL English Vocabulary 1
3. English Initial ‘S’ Sound

Click here to view the embedded video.

Four Candles Transcript

In a hardware shop. Ronnie Corbett is behind the counter. He is wearing a warehouse jacket. He has just finished serving a customer.

CORBETT: There you are. Mind how you go.
BARKER: Four Candles.
CORBETT: Four Candles?… There you are, four candles.
BARKER: No, four candles!
CORBETT: Well, there you are, four candles!
BARKER: No, fork ‘andles! ‘Andles for forks!
CORBETT: Fork handles. Thought you said ‘four candles!’ Next?
BARKER: Got any plugs?
CORBETT: Plugs. What kind of plugs?
BARKER: A rubber one, bathroom.
CORBETT: What size?
BARKER: Thirteen amp.
CORBETT: It’s electric plugs. It’s electric bathroom plugs, we call them, in the trade. Electric bathroom plugs! … right.
BARKER: Saw tips.
CORBETT: Saw tips?  What d’you want? Ointment, or something like that?
BARKER: No, saw tips for covering the saws… tips.
CORBETT: Oh, haven’t got any, haven’t got any.  Comin’ in, but we haven’ got any. Next?
BARKER: Got any ‘O’s.
CORBETT: ‘O’s?
BARKER: ‘O’s.
BARKER: No, ‘O’s!
CORBETT: ‘O’s! I thought you meant ‘O’s! When you said ‘O’s, I thought you said ‘O! ‘O’s!
BARKER: No, ‘O’s!
CORBETT: O’s? Oh, you mean panty ‘o’s, panty ‘o’s!
BARKER: No, no, ‘O’s! ‘O’s for the gate. Mon repose! ‘O’s! Letter O’s!
CORBETT: Letter O’s! You had me going there!
CORBETT: How many d’you want?
BARKER: Two.
CORBETT: Right. … Yes, next?
BARKER: Got any P’s?
CORBETT : For Gawd’ sake, why didn’ you bleedin’ tell me that while I was up there then? I’m up and down the shop already, it’s up and down the bleedin’ shop all the time.  … How many d’you want?
BARKER: No! Tins of peas. Three tins of peas!
CORBETT: You’re ‘avin’ me on, ain’t ya, yer ‘avin’ me on?
BARKER: I’m not!
CORBETT: Next?
BARKER: Pumps?
CORBETT: Pumps?
BARKER: Pumps.
CORBETT: ‘And pumps, foot pumps? Come on!
BARKER: Foot pumps!
CORBETT: Foot pumps. … See a foot pump? Tidy up in ‘ere.
BARKER: No, pumps fer ya feet! Brown pumps, size nine!
CORBETT: You are ‘avin’ me on, you are definitely ‘avin’ me on!
BARKER: I’m not!
CORBETT: You are ‘avin’ me on! … Next?
BARKER: Washers.
CORBETT: What, dishwashers, floor washers, car washers, windscreen washers, back scrubbers, lavatory cleaners? Floor washers?
BARKER: ‘Alf inch washers!
CORBETT: Oh, tap washers, tap washers? Look, I’ve had just about enough of this, give us that list. I’ll get it all myself! What’s this? What’s that? Oh that does it! That does have it! I have just about enough of this! Mr. Jones! You come out and serve this customer please, I have just about had enough of this. Look what ‘e’s got on there! Look what ‘e’s got on there!
JONES: Right! How many would ya like? One or two?

Misunderstood words

• Four Candles, fork handles [silent h]
• hoes, panty hose, letter O’s
• letter P’s, tins of peas

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Theophilus Thistler lyrics focus on the English /th/ sounds (IPA: θ / ð).

Robert Rolley lyrics focus on English  /r/ and /l/ sounds.

Try reading the lyrics out loud, or sing along to music video!

Click here to view the embedded video.

Theophilus Thistler – An Exercise in Vowels Complete Lyrics

An exercise in vowels.

Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles through the thick of his thumb.
Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles.

Robert Roley rolled around a rolled-round, and if Robert Roley rolled around a rolled-round,
where is the round roll Robert Roley rolled round? Where is the round roll Robert Roley rolled round?
Robert Roley rolled around a rolled round, and if Robert Roley rolled around a rolled-round,
where is the round roll Robert Roley rolled round?

Here is an exercise illustrating the union of “ing” at the end of words.

Dividing and gliding and sliding and falling and brawling and sprawling and driving and rhyming and striving,
Dividing and gliding and sliding and falling and brawling and sprawling and driving and rhyming and striving,
Dividing and gliding and sliding and falling and brawling and sprawling and rhyming and thriving and rhyming. Eecchh.

Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles through the thick of his thumb.
Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles.

Robert Roley rolled around a rolled-round, and if Robert Roley rolled around a rolled-round,
where is the round roll Robert Roley rolled round? Where is the round roll Robert Roley rolled round?

[ Robert Roley rolled a round a rolled round.
| Where is the round roll Robert Roley rolled round? ] {round x 8}

Hardly had his hale highness heard the easy hedgehog, when he hit the humming-bee by the hunter, who had horrible beetles in the human hall.
I love to hear the horse’s hard iron hooves. Go hammer, hammer hammer, hammer hammer, on the easy hide.
I hit my horse hard and hurried him out to hunt up hogs.

[ Theophilus Thistler ] {echoes in}

Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles through the thick of his thumb.
Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles.

[ Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles through the thick of his thumb.
Theophilus Thistler, the thistle sifter, in sifting a sieveful of unsifted thistles thrust three thousand thistles through the thick of his thumb.
Three thousand thistles.
| Where is the round roll Robert Roley rolled round? { x 7 }] {round}

[ Theophilus Thistler Theophilus Thistler
| Where is the round roll Robert Roley rolled round? ] {round x 8}

Questions

What do the following words mean. Look them up in a dictionary if you do not know:

If you can’t find a definition then please ask in the comment form below.

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On the 4^th September, 2010, at 4:35am, a powerful 7.1 magnitude earthquake struck the Canterbury province. The quake was centred 40km west of Christchurch, near the town of Darfield. It was 10km below the surface. It caused widespread damage to buildings, and two people were seriously injured. No one was killed in the quake, although the news media reported that one man suffered a heartattack and died. The main quake was felt across the South Island, with reports that the people in the lower parts of the North Island felt it also.

Over the next few months, more than 4,000 aftershocks have been felt. An aftershock is another earthquake that occurs after the main one, in the same area. These aftershocks were as strong as magnitude 5.3. Geologists knew that a large aftershock of approximately 6 magnitude could occur, but this did not eventuate in the following weeks, and as the months passed they hoped that it would not happen.

At 12:51pm, Tuesday, 22^nd February 2011, disaster struck. A powerful 6.3 magnitude earthquake struck the Canterbury region. The earthquake was much closer to Christchurch. It was centred only 2 kilometres from the town of Lyttelton, and 10 kilometres from Christchurch. The quake was at a depth of 5km, and there was a violent sideways motion. This quake caused widespread damage and multiple fatalies. Although the magnitude of this earthquake was lower than the September quake, the power was much stronger. Many buildings collapsed causing injuries to many people and trapping others inside. More than 100 people were killed and thousands injured. Some reports say that this was the most powerful earthquake ever experienced in New Zealand.

The time of the earthquake meant that many people were at work or in the city centre. Office buildings collapsed, and although many people were able to escape with minor injuries, many were trapped or killed. Some areas of the city were flooded due to burst water pipes, and the supply of drinking water was disrupted. Because sewerage pipes were also damaged, any remaining supply of water may have been contaminated. Christchurch residents were advised to boil all water for at least three minutes, to kill bacteria. Portable tanks of water were taken to the city, so that that people could go and fill containers for drinking water.

Many countries were quick to offer assistance. Search and rescure teams arrived from Australia, Japan, Britain, and the United States of America. Many people and businesses have donated money to the people of Christchurch, to assist aid organisations, such as the Red Cross, in providing food and services to the people.

This disaster has been a tragedy of historic proportions, with the New Zealand Prime Minister, John Key, stating that it “may well be New Zealand’s darkest day.”

Related posts:

1. Christchurch Earthquake Vocabulary